What does a student learn in StateMississippi,GradeGrade 10,SubjectScience?

Cells as a System

Students will demonstrate an understanding of the characteristics of life and biological organization.

Develop criteria to differentiate between living and non-living things.

Describe the tenets of cell theory and the contributions of Schwann, Hooke, Schleiden, and Virchow.

Using specific examples, explain how cells can be organized into complex tissues, organs, and organ systems in multicellular organisms.

Use evidence from current scientific literature to support whether a virus is living or non-living.

Students will analyze the structure and function of the macromolecules that make up cells.

Develop and use models to compare and contrast the structure and function of carbohydrates, lipids, proteins, and nucleic acids (DNA and RNA) in organisms.

Design and conduct an experiment to determine how enzymes react given various environmental conditions (i.e., pH, temperature, and concentration). Analyze, interpret, graph, and present data to explain how those changing conditions affect the enzyme activity and the rate of the reactions that take place in biological organisms.

Students will relate the diversity of organelles to a variety of specialized cellular functions.

Develop and use models to explore how specialized structures within cells (e.g., nucleus, cytoskeleton, endoplasmic reticulum, ribosomes, Golgi apparatus, lysosomes, mitochondria, chloroplast, centrosomes, and vacuoles) interact to carry out the functions necessary for organism survival.

Investigate to compare and contrast prokaryotic cells and eukaryotic cells, and plant, animal, and fungal cells.

Contrast the structure of viruses with that of cells, and explain why viruses must use living cells to reproduce.

Students will describe the structure of the cell membrane and analyze how the structure is related to its primary function of regulating transport in and out of cells to maintain homeostasis.

Plan and conduct investigations to prove that the cell membrane is a semi-permeable, allowing it to maintain homeostasis with its environment through active and passive transport processes.

Develop and use models to explain how the cell deals with imbalances of solute concentration across the cell membrane (i.e., hypertonic, hypotonic, and isotonic conditions, sodium/potassium pump).

Students will develop and use models to explain the role of the cell cycle during growth, development, and maintenance in multicellular organisms.

Construct models to explain how the processes of cell division and cell differentiation produce and maintain complex multicellular organisms.

Identify and describe the changes that occur in a cell during replication. Explore problems that might occur if the cell does not progress through the cycle correctly (cancer).

Relate the processes of cellular reproduction to asexual reproduction in simple organisms (i.e., budding, vegetative propagation, regeneration, binary fission). Explain why the DNA of the daughter cells is the same as the parent cell.

Enrichment: Use an engineering design process to investigate the role of stem cells in regeneration and asexual reproduction, then develop applications of stem cell research to solve human medical conditions.

Energy Transfer

Students will explain that cells transform energy through the processes of photosynthesis and cellular respiration to drive cellular functions.

Use models to demonstrate that ATP and ADP are cycled within a cell as a means to transfer energy.

Develop models of the major reactants and products of photosynthesis to demonstrate the transformation of light energy into stored chemical energy in cells. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored.

Develop models of the major reactants and products of cellular respiration (aerobic and anaerobic) to demonstrate the transformation of the chemical energy stored in food to the available energy of ATP. Emphasize the chemical processes in which bonds are broken and energy is released, and new bonds are formed and energy is stored.

Conduct scientific investigations or computer simulations to compare aerobic and anaerobic cellular respiration in plants and animals, using real world examples.

Enrichment: Investigate variables (e.g., nutrient availability, temperature) that affect anaerobic respiration and current real-world applications of fermentation.

Enrichment: Use an engineering design process to manipulate factors involved in fermentation to optimize energy production.

Reproduction and Heredity

Students will develop and use models to explain the role of meiosis in the production of haploid gametes required for sexual reproduction.

Model sex cell formation (meiosis) and combination (fertilization) to demonstrate the maintenance of chromosome number through each generation in sexually reproducing populations. Explain why the DNA of the daughter cells is different from the DNA of the parent cell.

Compare and contrast mitosis and meiosis in terms of reproduction.

Investigate chromosomal abnormalities (e.g., Down syndrome, Turner's syndrome, and Klinefelter syndrome) that might arise from errors in meiosis (nondisjunction) and how these abnormalities are identified (karyotypes).

Students will analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.

Demonstrate Mendel's law of dominance and segregation using mathematics to predict phenotypic and genotypic ratios by constructing Punnett squares with both homozygous and heterozygous allele pairs.

Illustrate Mendel's law of independent assortment using Punnett squares and/or the product rule of probability to analyze monohybrid crosses.

Investigate traits that follow non-Mendelian inheritance patterns (e.g., incomplete dominance, codominance, multiple alleles in human blood types, and sex-linkage).

Analyze and interpret data (e.g., pedigrees, family, and population studies) regarding Mendelian and complex genetic traits (e.g., sickle-cell anemia, cystic fibrosis, muscular dystrophy, color-blindness, and hemophilia) to determine patterns of inheritance and disease risk.

Students will construct an explanation based on evidence to describe how the structure and nucleotide base sequence of DNA determines the structure of proteins or RNA that carry out essential functions of life.

Develop and use models to explain the relationship between DNA, genes, and chromosomes in coding the instructions for the traits transferred from parent to offspring.

Evaluate the mechanisms of transcription and translation in protein synthesis.

Use models to predict how various changes in the nucleotide sequence (e.g., point mutations, deletions, and additions) will affect the resulting protein product and the subsequent inherited trait.

Research and identify how DNA technology benefits society. Engage in scientific argument from evidence over the ethical issues surrounding the use of DNA technology (e.g., cloning, transgenic organisms, stem cell research, and the Human Genome Project, gel electrophoresis).

Enrichment: Investigate current biotechnological applications in the study of the genome (e.g., transcriptome, proteome, individualized sequencing, and individualized gene therapy).

Adaptations and Evolution

Students will analyze and interpret evidence to explain the unity and diversity of life.

Use models to differentiate between organic and chemical evolution, illustrating the steps leading to aerobic heterotrophs and photosynthetic autotrophs.

Evaluate empirical evidence of common ancestry and biological evolution, including comparative anatomy (e.g., homologous structures and embryological similarities), fossil record, molecular/biochemical similarities (e.g., gene and protein homology), and biogeographic distribution.

Construct cladograms/phylogenetic trees to illustrate relatedness between species.

Design models and use simulations to investigate the interaction between changing environments and genetic variation in natural selection leading to adaptations in populations and differential success of populations.

Use Darwin's Theory to explain how genetic variation, competition, overproduction, and unequal reproductive success acts as driving forces of natural selection and evolution.

Construct explanations for the mechanisms of speciation (e.g., geographic and reproductive isolation).

Enrichment: Construct explanations for how various disease agents (bacteria, viruses, chemicals) can influence natural selection.

Interdependence of Organisms and Their Environments

Students will Investigate and evaluate the interdependence of living organisms and their environment.

Illustrate levels of ecological hierarchy, including organism, population, community, ecosystem, biome, and biosphere.

Analyze models of the cycling of matter (e.g., carbon, nitrogen, phosphorus, and water) between abiotic and biotic factors in an ecosystem and evaluate the ability of these cycles to maintain the health and sustainability of the ecosystem.

Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases on the carbon dioxide cycle and global climate.

Develop and use models to describe the flow of energy and amount of biomass through food chains, food webs, and food pyramids.

Evaluate symbiotic relationships (e.g., mutualism, parasitism, and commensalism) and other co-evolutionary (e.g., predator-prey, cooperation, competition, and mimicry) relationships within specific environments.

Analyze and interpret population data, both density-dependent and density-independent, to define limiting factors. Use graphical representations (growth curves) to illustrate the carrying capacity within ecosystems.

Investigate and evaluate factors involved in primary and secondary ecological succession using local, real world examples.

Enrichment: Use an engineering design process to create a solution that addresses changing ecological conditions (e.g., climate change, invasive species, loss of biodiversity, human population growth, habitat destruction, biomagnification, or natural phenomena).

Enrichment: Use an engineering design process to investigate and model current technological uses of biomimicry to address solutions to real-world problems.

History of Biology and Impacts on Society

Students will relate the importance of significant historical biological experiments and their impact of these on research, development, and society.

Identify and communicate the contributions of famous scientists and their experiments that formed fundamental scientific principles (e.g., Robert Hooke, Schleiden/ Schwann/Virchow, Griffith, Avery/MacLeod/McCarty, Hershey/Chase, Rosalind Franklin, Gregor Mendel, Watson/Crick, Pasteur, and Charles Darwin).

Trace and model the historical development of scientific ideas and theories (e.g., creation of the microscope, discovery of cells/cell theory, discovery of DNA/RNA, double helical shape of DNA, evolution/natural selection, endosymbiosis) through the development of a timeline.

Research, analyze, explain, and communicate how scientific enterprise relates to society and classic inventions (e.g., microscope, blood typing, gel electrophoresis equipment, DNA sequencing technology).

Enrichment: Research, analyze, explain, and communicate the influence of society, including cultural components, on the direction and progress of science and technology (e.g., medical treatments, emerging viruses, antibiotic resistance, vaccinations and re-emergent diseases, alternative energy development, and/or biomimicry.

The Chemistry of Life

Students will demonstrate an understanding of the structure and interactions of matter and how the organization of matter supports living organisms.

Develop and use simple atomic models to describe the components of elements (e.g., relative position, charges of protons, neutrons, and electrons).

Obtain and use information about elements (e.g., chemical symbol, atomic number, atomic mass, and group or family) to describe the organization of the periodic table.

Relate chemical reactivity to an element's position on the periodic table. Use this information to determine what type of bond will form between elements (ionic, covalent, hydrogen).

Analyze and interpret data to classify common solutions as acids, bases, or neutral. Communicate the importance of pH in living systems.

Investigate how the properties of water (e.g., cohesion, adhesion, heat capacity, solvent properties) contribute to the maintenance of living cells and organisms.

Explain the role of the major biomolecules (carbohydrates, proteins -including enzymes, lipids, and nucleic acids) to the survival of living organisms.

Enrichment: Explore the structure of biomolecules using molecular models. Relate the structure of biomolecules to their function in living things (discuss types bonding, importance of the strength and weakness of the bond in function, energy in bonds, enzyme function).

Organization and Energy in Living Systems

Students will demonstrate an understanding of how the structure of living organisms supports the essential functions of life.

Compare and contrast prokaryotic/eukaryotic and plant/animal/bacteria cells.

Use models to investigate and explain structures within living cells that support life (e.g., cytoplasm, cell membrane, cell wall, nucleus, mitochondria, chloroplasts, lysosomes, Golgi, vacuoles, ER, ribosomes, chromosomes, centrioles, cytoskeleton, nucleolus, nuclear membrane).

Compare and contrast active and passive cellular transport. Analyze the movement of water across a cell membrane in hypotonic, isotonic, and hypertonic solutions.

Analyze the relationship between photosynthesis and cellular respiration and explain that relationship in terms of the need for all living things to acquire energy from their environment.

Use models to explain how ADP and ATP cycle to store and release chemical energy using inorganic phosphate.

Compare and contrast the processes and results of mitosis and meiosis.

Enrichment: Research and orally communicate the possible outcomes of a failure of mitosis (cancer) or meiosis (nondisjunction).

Molecular Basis of Heredity

Students will demonstrate an understanding of how genetic information is transferred from parent to offspring.

Compare and contrast the basic structure and function of nucleic acids (e.g., DNA, RNA).

Obtain and communicate information illustrating the relationships among DNA, genes, chromosomes, and proteins to the basis of life.

Use models (e.g., Punnett squares) and mathematical reasoning to describe and predict patterns of inheritance of single genetic traits from parents to offspring (e.g., dominant, and recessive traits, incomplete dominance, codominance, multiple alleles, sex- linkage).

Obtain and communicate information to describe how mutations may affect genetic expression and provide examples.

Research and report genetic technologies that may improve the quality of life (e.g., genetic engineering, cloning, gene splicing, DNA testing).

Enrichment: Debate the pros and cons of using biotechnology to manipulate genetic information for human purpose (society).

Biological Evolution

Students will demonstrate an understanding of Earth's fossil record and its indication of the diversity of life over time.

Investigate through research the contributions of scientists to the theory of evolution and evolutionary processes (e.g., Needham, Spallanzani, Redi, Pasteur, Lyell, Lamarck, Malthus, Wallace, Darwin).

Analyze and interpret data to support claims that different types of fossils provide evidence of the diversity of life that has existed on Earth and of the relationships between past and existing life on Earth.

Obtain and communicate information to explain how DNA evidence and fossil records support Darwin's theory of evolution.

Investigate how biological adaptations and genetic variations of traits in a population enhance the probability of survival in an environment (natural selection).

Enrichment: Create and analyze models that illustrate the relatedness between all living things (cladograms/phylogenic trees).

Ecological Principals

Students will understand the interdependence of living organisms and their environment.

Compare and contrast biotic and abiotic factors.

Use models to analyze the cycling of matter in an ecosystem (e.g., water, carbon dioxide/oxygen, nitrogen).

Obtain, evaluate, and communicate information to explain relationships that exist between abiotic and biotic components of an ecosystem. Explain how changes in biotic and abiotic components affect the balance of an ecosystem over time.

Develop and use models to discuss the climate, flora, and fauna of the terrestrial and aquatic biomes of the world.

Use models to analyze the flow of energy through food chains, webs, and pyramids.

Engage in scientific argument from evidence to distinguish organisms that exist in symbiotic (mutualism, parasitism, commensalism) or co-evolutionary (predator-prey, cooperation, competition, and mimicry) relationships within ecosystems.

Enrichment: Design solutions to reduce the impact of human activity on the ecosystem.

Plant Morphology, Cell Structure, and Function

Students will investigate the morphology, anatomy, and physiology of plants.

Analyze models (3-D, paper, and/or computer-based) to distinguish the basic morphology of the plant kingdom, with attention to structures and their related functions. Use cladograms or phylogenetic trees to identify evolutionary features that distinguish the plant kingdom from other kingdoms.

Using microscopes, observe, identify, record, and analyze (e.g., see and draw) cells and cell structures unique to plants. Use data measurements obtained from microscopy to compare the plant cells and organelle sizes between various examples (e.g., elodea, onion, or algae).

Describe the relationship between the structure and purpose of plant organs (e.g., roots, stems, and leaves).

Evaluate and explain how bacteria and fungi work symbiotically to enhance plant root function.

Calculate surface area of leaves/roots, and compare surface areas of various plant specimens to explain adaptations of the various plant types.

Demonstrate through model development and manipulation an understanding of plant biochemistry.

Conduct investigations, collect and analyze data, and communicate results that explain the processes of photosynthesis and cellular respiration (e.g., light intensity, light color, light distance, temperature, altering pH, oxygen availability, and carbon dioxide concentration).

Enrichment: Use an engineering design process to manipulate a variable of choice to refine a protocol to optimize output of photosynthesis or cellular respiration.

Communicate the importance of carbon, hydrogen, oxygen, phosphorus, and nitrogen cycles to plant physiology through graphics such as poster or computer presentations.

Identify and compare various live plant examples to explore plant morphological diversity, including leaf number, structure, and arrangement; root modifications; and flower structure and arrangement. Produce a visual product (e.g., an electronic presentation) to identify and communicate patterns of similarity and differences between the lab specimens.

Compare and contrast functions of the various characteristics found in plant divisions and utilize dichotomous keys to identify plant species.

Plant Evolution

Students will identify evolutionary modifications necessary for the terrestrial survival of plants.

Summarize and justify the characteristics of nonvascular algae (blue-green and green algae) and bryophytes that provide evidence of evolution within the plant kingdom.

Referencing the USDA plants database, identify, compare, and contrast seedless, naked seed, and enclosed-seed modifications for reproduction. Calculate the occurrence of seed types in given habitats.

Summarize and justify the characteristics of angiosperms and gymnosperms that lead to their success as terrestrial plants.

Research information to develop, produce, and communicate a scientifically justifiable argument for the rapid amplification and success of angiosperm compared to other plant divisions.

Enrichment: Referencing the National Center for Biotechnology Information's gene/protein databases, propose and design a scientifically supportable cladogram or phylogenetic tree that illustrates the evolutionary modifications of the plant kingdom using genetic (DNA) or protein sequence comparisons/alignments.

Plant Reproduction

Students will characterize the reproductive strategies of plants.

Describe the various processes of asexual reproduction and vegetative propagation used by plants. Communicate the importance of these reproductive methods in regard to human food production.

Enrichment: Research and present an agronomically important crop (e.g., potato, sweet potato, pineapple, or strawberry) that is produced via vegetative propagation (non-GMOs) for human consumption. Include evidence-based arguments that identify the potential benefits and negative effects of this method of crop production.

Compare and contrast the consequences of the following reproductive methods: asexual reproduction, vegetative propagation, and sexual reproduction.

Plan and conduct comparative flower dissection to identify reproductive structures within the flower.

Compare the similarities between corresponding plant reproductive structures from a variety of species. Record via drawings of observed dissection specimens, and explain the similarities and differences observed.

Identify differences in flower structure and shape. Provide a rationale that explains the value of these differences in flower structure to reproductive success (e.g., pollinators, flower shape, smell, color, size, orientation).

Plan, conduct, and communicate the results of a comparative laboratory investigation of differing fruit types.

Using laboratory data, correctly categorize fruits, vegetables, nuts, modified stems, or other plant parts. Compare the scientific definitions of these terms to those used by the general public/society and the USDA to categorize food.

Society's Reliance on Plants

Students will explore the global value of plants and the interaction between humans and plants.

Identify plants used in the bioremediation of an area due to natural processes (e.g., fire), industrial pollution, or wars, and develop and communicate a plan to remediate a habitat impacted by human interactions (e.g., carbon sinks, phytoremediation, or heavy metal detoxification).

Enrichment: Use an engineering design process to define a problem, design, construct, evaluate, and improve a habitat impacted by human interactions.

Investigate historical and modern medicinal uses of plants.

Investigate the industrial use of plants.

Explore the impacts (both positive and negative) of plant biotechnology/GMOs on human society. Present findings using digital media or technology, and include evidence using graphs or charts.

Enrichment: Use an engineering design process to design and conduct an investigation that uses biomimicry to provide a plant-based solution to an environmental challenge.

Plant Adaptations to Varying Habitats

Students will explore adaptations that allow plants to survive in various habitats.

Research plants found in various habitats. Analyze how plants use adaptations for survival in these habitats including extreme habitats.

Relate atmospheric factors to biodiversity (e.g., climate as determined by temperature and precipitation).

Construct a model using technology that illustrates the levels of succession within a habitat (e.g., graveyard exploration, forest fire area, or reclamation sites).

Enrichment: Use an engineering design process to design and build a plant model based on extreme environment criteria to overcome the difficulties presented by this environment. Identify revisions to the proposed model over time.

Local Plant Investigations

Students will ask questions, plan, and conduct field investigations on local plant communities.

Conduct transects/plot studies to determine species, biodiversity, or health of a plant community. (Plots may be linear or a quadrat (square or circular) depending on the habitat. (Typically, relative density, relative dominance, and relative frequency of each species are calculated to infer an importance value of the species in the plot.)

Compare and contrast genomes using plant genetic databases (e.g., BLAST or plant GDB).

Enrichment: Use an engineering design process to define a problem, design, construct, evaluate, and improve a societal concern with the aid of plants (e.g., irrigation, water conservation, urban shading, green-space development, food deserts, or other local needs or issues).

Mathematical and Computational Analysis

Students will use mathematical and computational analysis to evaluate problems.

Use dimensional analysis (factor/label) and significant figures to convert units and solve problems.

Design and conduct experiments using appropriate measurements, significant figures, graphical analysis to analyze data.

Enrichment: Research information from multiple appropriate sources and assess the credibility, accuracy, possible bias, and conclusions of each publication.

Atomic Theory

Students will demonstrate an understanding of the atomic structure and the historical developments leading to modern atomic theory.

Investigate the historical progression leading to the modern atomic theory, including, but not limited to, work done by Dalton, Rutherford's gold foil experiment, Thomson's cathode ray experiment, Millikan's oil drop experiment, and Bohr's interpretation of bright line spectra.

Construct models (e.g., ball and stick, online simulations, mathematical computations) of atomic nuclei to explain the abundance weighted average (relative mass) of elements and isotopes on the published mass of elements.

Investigate absorption and emission spectra to interpret explanations of electrons at discrete energy levels using tools such as online simulations, spectrometers, prisms, flame tests, and discharge tubes. Explore both laboratory experiments and real-world examples.

Research appropriate sources to evaluate the way absorption and emission spectra are used to study astronomy and the formation of the universe.

Periodic Table

Students will demonstrate an understanding of the periodic table as a systematic representation to predict properties of elements.

Explore and communicate the organization of the periodic table, including history, groups, families, family names, metals, nonmetals, metalloids, and transition metals.

Analyze properties of atoms and ions (e.g., metal/nonmetal/metalloid behavior, electrical/heat conductivity, electronegativity and electron affinity, ionization energy, and atomic/ionic radii) using periodic trends of elements based on the periodic table.

Analyze the periodic table to identify quantum numbers (e.g., valence shell electrons, energy level, orbitals, sublevels, and oxidation numbers).

Bonding

Students will demonstrate an understanding of the types of bonds and resulting atomic structures for the classification of chemical compounds.

Develop and use models (e.g., Lewis dot, 3-D ball-stick, 3-D printing, or simulation programs such as PhET) to predict the type of bonding between atoms and the shape of simple compounds.

Use models such as Lewis structures and ball and stick models to depict the valence electrons and their role in the formation of ionic and covalent bonds.

Predict the ionic or covalent nature of different atoms based on electronegativity trends and/or position on the periodic table.

Use models and oxidation numbers to predict the type of bond, shape of the compound, and the polarity of the compound.

Use models of simple hydrocarbons to exemplify structural isomerism.

Use mathematical and computational analysis to determine the empirical formula and the percent composition of compounds.

Use scientific investigation to determine the percentage of composition for a substance (e.g., sugar in gum, water and/or unpopped kernels in popcorn, percent water in a hydrate). Compare results to justify conclusions based on experimental evidence.

Plan and conduct controlled scientific investigations to produce mathematical evidence of the empirical composition of a compound.

Naming Compounds

Students will investigate and understand the accepted nomenclature used to identify the name and chemical formulas of compounds.

Use the periodic table and a list of common polyatomic ions as a model to derive chemical compound formulas from compound names and compound names from chemical formulas.

Generate formulas of ionic and covalent compounds from compound names. Discuss compounds in everyday life and compile lists and uses of these chemicals.

Generate names of ionic and covalent compounds from their formulas. Name binary compounds, binary acids, stock compounds, ternary compounds, and ternary acids.

Chemical Reactions

Students will demonstrate an understanding of the types, causes, and effects of chemical reactions.

Develop and use models to predict the products of chemical reactions (e.g., synthesis reactions; single replacement; double displacement; and decomposition, including exceptions such as decomposition of hydroxides, chlorates, carbonates, and acids). Discuss and/or compile lists of reactions used in everyday life.

Plan, conduct, and communicate the results of investigations to demonstrate different types of simple chemical reactions.

Use mathematics and computational analysis to represent the ratio of reactants and products in terms of masses, molecules, and moles (stoichiometry).

Use mathematics and computational analysis to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. Give real-world examples (e.g., burning wood).

Plan and conduct a controlled scientific investigation to produce mathematical evidence that mass is conserved. Use percent error to analyze the accuracy of results.

Use mathematics and computational analysis to support the concept of percent yield and limiting reagent.

Plan and conduct a controlled scientific investigation to produce mathematical evidence to predict and confirm the limiting reagent and percent yield in the reaction. Analyze quantitative data, draw conclusions, and communicate findings. Compare and analyze class data for validity.

Gas Laws

Students will demonstrate an understanding of the structure and behavior of gases.

Analyze the behavior of ideal and real gases in terms of pressure, volume, temperature, and number of particles.

Enrichment: Use an engineering design process to develop models (e.g., online simulations or student interactive activities) to explain and predict the behavior of each state of matter using the movement of particles and intermolecular forces to explain the behavior of matter.

Analyze and interpret heating curve graphs to explain the energy relationship between states of matter (e.g., thermochemistry-water heating from -20oC to 120oC).

Use mathematical computations to describe the relationships comparing pressure, temperature, volume, and number of particles, including Boyle's law, Charles's law, Dalton's law, combined gas laws, and ideal gas laws.

Enrichment: Use an engineering design process and online simulations or lab investigations to design and model the results of controlled scientific investigations to produce mathematical evidence that confirms the gas-laws relationships.

Use the ideal gas law to support the prediction of volume, mass, and number of particles produced in chemical reactions (i.e., gas stoichiometry).

Plan and conduct controlled scientific investigations to produce mathematical evidence that confirms that reactions involving gases conform to the law of conservation of mass.

Enrichment: Using gas stoichiometry, calculate the volume of carbon dioxide needed to inflate a balloon to occupy a specific volume. Use an engineering design process to design, construct, evaluate, and improve a simulated air bag.

Solutions

Students will demonstrate an understanding of the nature of properties of various types of chemical solutions.

Use mathematical and computational analysis to quantitatively express the concentration of solutions using the concepts such as molarity, percent by mass, and dilution.

Develop and use models (e.g., online simulations, games, or video representations) to explain the dissolving process in solvents on the molecular level.

Analyze and interpret data to predict the effect of temperature and pressure on solids and gases dissolved in water.

Design, conduct, and communicate the results of experiments to test the conductivity of common ionic and covalent compounds in solution.

Use mathematical and computational analysis to analyze molarity, molality, dilution, and percentage dilution problems.

Design, conduct, and communicate the results of experiments to produce a specified volume of a solution of a specific molarity, and dilute a solution of a known molarity.

Use mathematical and computational analysis to predict the results of reactions using the concentration of solutions (i.e., solution stoichiometry).

Enrichment: Investigate parts per million and/or parts per billion as it applies to environmental concerns in your geographic region, and reference laws that govern these factors.